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Group Size: An Active Ingredient of School-Based Language Therapy
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Carrie Hutchins; Mary Beth Schmitt – Language, Speech, and Hearing Services in Schools, 2024
Purpose: This study explored the relation between therapy group size and language outcomes for children receiving school-based language therapy through an implementation science lens. Method: Data for the current study were gathered as part of the Speech-Language Therapy Experiences in Public Schools study. Participants included 273…
Descriptors: Elementary School Students, Kindergarten, Grade 1, Grade 2
Early Literacy, Speech, and the Importance of the Multidisciplinary Team Collaborating to Determine Appropriate Interventions for Data-Driven Decisions
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Stiltner, Stephanie Marie – ProQuest LLC, 2023
This mixed methods retrospective analysis analyzed change using a linguistic-based approach during speech therapy among first or second-grade students with a speech sound disorder. Measures analyzed change within intelligibility, phonemic awareness, decoding, ability to apply skills, and response to IEP goals related to speech. Five schools…
Descriptors: Emergent Literacy, Speech Therapy, Speech Impairments, Grade 1
Home Literacy Environment Profiles of Children with Language Impairment: Associations with Caregiver- and Child-Specific Factors
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Tambyraja, Sherine R.; Schmitt, Mary Beth; Farquharson, Kelly; Justice, Laura M. – International Journal of Language & Communication Disorders, 2017
Background: Numerous studies suggest a positive relationship between the home literacy environment (HLE) and children's language and literacy skills, yet very little research has focused on the HLE of children with language impairment (LI). Children with LI are at risk for reading difficulties; thus, understanding the nature and frequency of their…
Descriptors: Family Literacy, Family Environment, Profiles, Children